Resource Added!

Type:

E-book, Lesson Plan

Description:

Students are broken into groups with assigned roles and directed to explore particular websites and answer questions unrelated to web page evaluation. Students then discuss what they think of the resources they used and start developing criteria about how to evaluate an internet resource. Homework assignment is to go home and have a minimum of 5 criteria by which to judge a website when they come back for the second lesson.

Subjects:

Educational Technology > General

Information & Media Literacy > General

Education Levels:

Grade 9

Grade 10

Grade 11

Grade 12

Keywords:

credibility bias internet evaluation

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution 3.0

Collections:

None

This resource has not yet been aligned.

Curriki Rating

On a scale of 0 to 3

2

On a scale of 0 to 3

This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 2, as of 2009-05-23.

Component Ratings:

Technical Completeness: 2Content Accuracy: 2Appropriate Pedagogy: 3

Reviewer Comments:

This resource addresses web page evaluation, an important media literacy skill. The lesson is written for 2-3 class periods of 45 minutes or one double period. Students are “broken into groups with assigned roles and directed to explore particular websites and answer questions unrelated to web page evaluation. Students then discuss what they think of the resources they used and start developing criteria about how to evaluate an Internet resource.” This resource is well organized and includes good ideas for assessment and extension. However, it would benefit by some more specifics details including more information on the “assigned roles,” “particular websites,” and “questions” used in the activity. The resource also mentions providing web site criteria for students who need additional structure, although no specific criteria are mentioned. The only mentioned strategy is CARRDS. To learn more about CARRDS, visit <a HREF="http://www.curriki.org/index.html" >this resource</a>.

Not Rated Yet.

This lesson was created using the Nortel LearniT 6E + S template for integrating technology within the curriculum.

Overview:

The reading capabilities of their students and their ability to synthesize new ideas from previously unexplored knowledge - students may need to be given web page criteria to evaluate a page if they do not function on a level where they can analyze and extract strategies for analyzing a web page. Also the ability to group students by ability and working relationship for optimal learning conditions

Technology Integration:

Utilizes desktops or laptops with a broadband/DSL internet connection

Prerequisite Experience:

Assumes students have basic typing, computing, and internet searching skills.

Teacher Prep Time:

Teachers need to understand that students need to reach the conclusion websites need to be evaluated prior to teaching any web evaluating skills. The more the students are involved with discovering the reasons for web site evaluation and analyzing how to determine their reliability and relevancy the more engaging and effective it will be.

Estimated Time for Completion:

2-3 class periods of 45 minutes or one double period.

Materials:

Enough computers with a reasonably fast internet connection so as to have a ratio of one computer to 4 students at least or one computer for every 2 optimally.

Project:

Student projects this period will result in multiple rubrics developed by each group of website criteria based on examination of websites with bad content that appear authentic.

Time Management Tips:

Shorten up the number of questions students need to answer about 10 minutes into the period if it appears it will go beyond 15 minutes - the questions students are answering are secondary to the experience of seeing if they use the website and believe it just because you direct them too - this is critical as a pre-assessment activity to see if they are indeed picking up on the ridiculous nature of the material they're analyzing. You will need at least 5-10 minutes to share out from the introductory part of the lesson and give students time to start creating criteria with at least 15 minutes left to spare.

Assessment:

Students ability to create criteria to evaluate a website without teacher intervention is a mid-assessment before they formally analyze a website using it.

Engage:

Materials on the websites are attractive to students, are humorous in nature once their mask is removed, and gets students motivated to think critically about how not to be fooled by sites like this.

Explore:

Students are given leeway to explore sites themselves and ways to evaluate them.

Explain:

Students will have a group-made rubric by the next lesson.

Elaborate:

Students complete pre-questions based on the bad information on the websites they are assigned (with specific roles in their groups depending on if there are 2-4 students) and then are given a grid by which to develop a minimum of 5 criteria to evaluate a website by. CARRDSS (Credibility, Accuracy, Relevancy, Reliability, Date, Sources, Scope) has 6 criteria so students establishing at least 5 will be considered advanced.

Evaluate:

Students' abilities to analyze the problem of having non-credible sites that appear credible by creating a rubric will serve as the evaluation. Finding 3 distinct criteria will make a student proficient, 4 advanced, and 5 expert.